Analysis of Self-Disclosure Barriers and the Dominance of Negative Self-Talk in Early Adolescence
DOI:
https://doi.org/10.58230/t3yszc93Keywords:
self disclosure , self talk, early adolescenceAbstract
Low self-disclosure among early adolescents limits their use of school guidance and counseling services, yet studies on how students’ inner dialogue shapes this barrier remain scarce in Indonesian junior high schools. This study analyzed barriers to self-disclosure and the dominance of negative self-talk among seventh-grade students in public junior high schools in Jogonalan District, Klaten Regency. A descriptive qualitative design was used, with semi-structured in-depth interviews as the primary data source. Eight students and two guidance and counseling teachers were selected purposively, and the data were analyzed through data reduction and thematic coding. A needs assessment of 480 students from 16 classes, analyzed descriptively, served only as supporting data for profiling and informant selection. Four barrier patterns emerged: social apprehension, shame-based inhibition, confidentiality distrust, and diffuse fear. All were internal-cognitive and were interpreted as expressions of negative self-talk. Source and methodological triangulation showed that teachers’ accounts and the needs assessment (51.9% of students had not fully developed self-disclosure; 82.4% needed private, self-directed digital media) were consistent with these patterns. The findings provide a basis for developing reflective, private guidance media and for clearer confidentiality practices. The study is limited to one district, a small purposive sample, and self-report data, and the self-talk interpretation was not tested with a validated measure.
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